Communicating with Families

1
Communicating with Families

• Developed by
• University of Nebraska
• Cooperative Extension

2
Objectives

• Providers will be able to
• Strengthen communication skills
• Understand concerns and stress families have when
  leaving children
• Develop proactive family relations
• Use I messages to communicate with families

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Open Communication

• Set up an environment where families feel valued
  as the primary influence
• Positive self-esteem of family members is
  important to the development of children
• Include family members in decision making

4
Open Communications

• Regularly exchange information with families
• Greet and visit with families at drop off and
  pick up times
• Set up a gradual transition from home to
  childcare for the first time children
• Conduct regular conferences with families on the
  development of their children

5
Sharing

• What techniques do you use to communicate with
  families?

6
Building Relationships

• Show that you really care about each child
• Make personal contact through face-to-face
  communications
• Treat families as individuals
• Listen and respond carefully

7
Building Relationships

• Treat family members with respect and
  consideration
• Honor family confidentiality (unless it involves
  child neglect or abuse)
• Focus on family strengths
• Encourage practices that promote family
  involvement

8
Understanding Families

• Important to understand the stress that families
  experience when leaving children.
• What are some feelings families and child care
  providers share?
• Stress is greatest for first time families.
• Providers may feel jealous of families.

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Understanding Families

• When people feel guilty, they often withdraw or
  become angry.
• Guilt can mount when challenges are discussed.
• Families may need support.
• Reach out to the human needs of families.

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Understanding Families

• Give written policies and have families sign them
  before the child enters care.
• Say thank you often.
• Just as you reach out to families, they will
  reach out to you.

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I Messages

• F. -- I feel (explain feelings)
• B. -- When you(explain behavior).
• I. -- I would like (explain impact/
• desired behavior)

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I Message Responses

• Compliance
• Resistance
• Emotions
• Needs

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Identifying Your Communication Strengths

• This is a self-evaluation activity
• Responses are confidential
• First set of responses applies to beliefs and
  second set applies to actions
• Rank each statement as strength, requires growth
  or does not apply
• Set a goal for yourself

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Proactive Family Relations

• Speak first, asking about their day
• Give details about the childs day
• Each day give each family
• A warm greeting
• A smile and a question
• A fond farewell
• Remember to use their name

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Proactive Family Relations

• Be prepared
• Be clear
• Stay neutral
• Clarify confusing statements

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Points to Remember

• Treat families as partners
• Relate to families as individuals with their own
  attributes and problems
• Listen carefully to what they say about their
  children and respond with interest
• Help families feel good about their children and
  therefore about themselves

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Points to Remember

• Ask families for their preferences with regard to
  practices with their children
• If families ask you to care for their children in
  a manner that is not acceptable explain why this
  practice is not allowed

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Points to Remember

• Discuss positive aspects as well as challenges
  with families
• When discussing challenges , also bring in
  positive points about the child
• Attempt to jointly solve the problem
• Families naturally are anxious for their child.
  Their demands come from a deep concern that
  their child be safe, loved and attached to them,
  as families.

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Communication

• I speak because I know my needs,
• I speak with hesitation because I know not yours.
• My words come from my lifes experiences
• Your understanding comes from yours.
• Because of this, what I say
• And what you hear, may not be the same.
• So if you will listen carefully,
• Not only with your ears,
• But with your eyes and with your heart,
• Maybe somehow we can communicate.

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Communicating with Families

• Developed by
• University of Nebraska
• Cooperative Extension

21
References

• Albrecht, Kay, Conferencing with Parents of
  Infants, Child Care Echange.com,
  http//secure.ccie.com/resources/view_article.php?
  article_id5011651, Accessed on
• August 2, 2004.
• Borruel, Timothy, Child Care Information
  Exchange, Exchange Every Day,
  http//www.childcareexchange.com, Accessed on
  April 8, 2004.
• Dean, Christiann, Parent-Care Giver
  Partnerships, Cornell Cooperative Extension,
  1992.
• Godwin, Annabelle and Lorraine Schrag, Building
  Relationships with Parents, Setting Up for
  Infant/Toddler Care Guidelines for Centers and
  Family Child Care Homes, National Association for
  the Education of Young Children, 2000, p 51-52.
• La Chere, Jessica, Information Specialist, Early
  Childhood Training Center, Omaha, Nebraska.
• Lingren, H. G., Listening with Your Heart as
  Well as Your Words, NebGuide, University of
  Nebraska Cooperative Extension, G92-1092-A.

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References

• Kostelnik, M., Whiren, A., Soderman, A., Gregory,
  K., and Stein,L., Strengthening Developmentally
  Appropriate Programs Through Family Involvement,
  Guiding Childrens Social Development Theory to
  Practice, 4th Edition. Albany, New York Delmar,
  2002.
• Morse, N.F., Ways to Stay in Touch, National
  Network for Child Cares Connection Newsletter,
  http//www.nncc.org/Families/dc11_ways.stay.html
  Accessed on April 8, 2004.
• Smith, R. M., Understanding Parents, National
  Network for Child Cares Connection Newsletter,
  http//www.nncc.org/Families/dc14_understand.paren
  ts.html, Accessed on April 8, 2004.

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Families with Infants

• Families are naturally very anxious
• Danger that providers strong attachment to
  infant can interfere with family relationships
• Remember the family is the most important for
  childs development
• Many families are under stress

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Families with Infants

• Reduce competition so that families will not be
  afraid that children will love their provider
  more than the family
• Share changes as they happen
• Highlight small changes that indicate growth
• Communicate through report forms and face-to face
  discussions

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Conferences

• Formal
• Anecdotal notes
• Back and forth observations
• Philosophies
• Oral Conferences
• First week
• One month
• Quarterly

• Informal
• Daily exchanges
• Show connection to the baby
• Report system
• Complete as activities take place
• Takes burden off memory
• Information from home